Running head: FLIPPED LESSON 1

CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

Designing Flipped Lesson

CAPSTONE PROPOSAL

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in

Instructional Science and Technology

Muhammad Farooq

02, 23, 2018

Capstone Approvals: (At least one advisor and capstone instructor should approve)

___________________________ _____________

Advisor Name Signature Date

Dr Donald Fischer ___________________________ _____________

Capstone Instructor Name Signature Date

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Table of Contents

Introduction ......................................................................................................................... 3

Analysis............................................................................................................................... 3

Need Assessment ............................................................................................................ 3

Learner Analysis ............................................................................................................. 6

Context (Workplace/Environmental/Setting) Analysis ................................................... 7

Content Analysis ............................................................................................................. 7

Design ................................................................................................................................. 8

Learning Theories ........................................................................................................... 8

Learning Objectives ........................................................................................................ 9

Test Instruments ............................................................................................................ 10

Media and Delivery System Decisions ......................................................................... 10

Instructional Strategies and Activities ...........................................................................11

Agenda .......................................................................................................................11

Development and Implementation .................................................................................... 12

List of Major Deliverable.............................................................................................. 12

Development Plan ......................................................................................................... 13

Implementation Plan ..................................................................................................... 13

Evaluation ......................................................................................................................... 14

Summative Evaluation .................................................................................................. 14

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Formative Evaluation .................................................................................................... 14

References ......................................................................................................................... 15

Appendices ........................................................................................................................ 16

Appendix A ....................................................................................................................... 16

URDU RESULTS 2016-17 ........................................................................................... 16

Appendix B ....................................................................................................................... 17

Initial Survey for Urdu Teachers ................................................................................... 17

Appendix C ....................................................................................................................... 18

Initial Survey for Urdu Students ................................................................................... 18

Appendix D ....................................................................................................................... 19

Test Instruments ............................................................................................................ 19

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Introduction

The Defense Language Institute (DLI) has been striving to achieve 2+/2+/2 ILR

proficiency levels in reading, listening and speaking skills to meet the language related security

needs of the US military in a constantly changing world. Previously, the standard for the military

students to graduate from the DLI was 2/2/1+. There were slight exceptions for their speaking

skills as some of the forces, such as the US Army, required soldiers to get at least a 2 in

speaking. The US Army soldiers are deployed on the ground and are required to interact with the

local population on a daily basis, so this standard caters to the mission requirements. One of the

steps DLI management took in order to achieve the new standard of 2+/2+/2 is to lay out a

comprehensive plan, phasing out the implementation of the new standard over a five-year period

which also included critical changes to the language curricula, particularly in the third semester,

with increased focus on higher order thinking skills. Subsequently, an Urdu curriculum team has

been created to work with the DLI Curriculum Support Division to restructure Urdu third

semester course in line with the DLI-wide efforts to achieve this new standard. The purpose of

the flipped approach combined with open architecture concept is not only to prepare students for

guided practice and work in the classroom but also to give more freedom to the teaching teams to

make necessary changes to the curriculum according to the needs of the students. The purpose of

this training is to help the Urdu curriculum team deign a flipped approach-based lesson.

Analysis

Need Assessment

DLI Urdu students will be required by 2022 to get at least 2+/2+/2 to pass the DLPT;

therefore, the management at the DLI had decided to make radical changes the way the things

are done at the institute. Implementing flipped and open architecture approaches were one of
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them, as the management felt there was a potential in these approaches to achieve or get closer to

the desired results.

Last year, 40.5% of the Urdu students scored 2+ in listening skills and 45.9% achieved

2+ in reading skills. These scores exceeded the goal of 31% for listening skills and 38% for

reading skills. This year the DLI was aiming for 40% at 2+ or higher in listening skills and 50%

at 2+ or higher in reading skills. The results; however, this year were not up to the goal, as 33%

of the students got 2+ in listening and reading skills each. It is highly critical for the Urdu

program to meet the new criteria in order to produce military linguists who are equipped to fulfill

the newly required national security needs of the United States.

The data collected through various means showed that the Urdu teachers are not

adequately trained to implement this new approach, they; as a result, still like to apply lecture-

based approaches where they can. They need more assistance to adjust to their new roles. It also

appeared that the current teaching team, which will teach this new curriculum, is comprised of

the teachers with the same age group and skillsets, which lacks the necessary diversity. At least,

one teacher said if the teaching team is reshuffled, bringing in some teachers, who currently

teach the first semester and are believed to have a sound understanding of the flipped classroom

approach, may help with implementing these new changes.

Besides, the DLI constantly expands and downsizes some languages based on the

national security needs of the country. With the US focus shifting away from Afghanistan and

the region, the number of Urdu students has dropped significantly in recent years; as a result,

some language instructors lost their jobs in recent months. There is a sense of uncertainty among

the Urdu teachers regarding their job security, making it more difficult for them to show more
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passion and motivation on a day-to-day basis. This can be addressed at the higher level if DLI

management takes necessary steps to address the uncertainty issue.

When asked whether the faculty understands the standards they are expected to meet in

light of the new and revised goal, all the teachers said they understand their role very well in

achieving 2+/2+/2. They all agreed that the management has clearly spelled out the expectations

of them and they are doing their best to meet the new standards.

Answering a question whether the management has put the best teaching team together

and has made adequate materials and sources available to them, almost every teacher said this is

not the best team; at least 50% of the teachers said they think the current team lacks basic skills

to work at this level. When asked whether they were given adequate training to implement the

new approach, 80% of the teachers said they had a couple of orientation sessions for the new

approach, though they believed there was nothing new for them to learn.

To a question about how they view the role of their supervisors, they were also of the

opinion that non-native management of the Urdu program does not understand the complexities

of the language, they; therefore, are not the best people to make decisions about the program.

Sixty percent of the teachers believe if the students can translate the target language content into

English, they; as a result, should be able to answer the questions in the Defense Language

Proficiency Test (DLPT). According to them, their approach will help achieve the desired results

for the Urdu program, so why bother about these “fancy” theories.

All of the Urdu students, as it appeared in the data study, liked the new approach a lot.

They thought flipped homework and scaffolding activities are very helpful for them. Eighty-five

percent of the students thought that the activities are designed to promote higher order thinking
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skills in the classroom, which really helps them to cope with more complex and higher-level

language tasks.

Learner Analysis

The focus of this training will be Urdu teachers. Most of the teachers do not have the

prior language teaching experience, as their biggest strength is that they are the native speakers

of the Urdu language. Though the basic recruitment requirement for the teachers is to at least

have a bachelor’s degree, the terms flipped classroom and open architecture are new to a number

of teachers. The military uses a lot of different technological tools and online resources, which

causes a lot of problems for some teachers. However, the DLI management holds periodic

training and refreshers to keep the faculty abreast of the latest changes and developments.

Teachers are required to get ILR level 3 during the Oral Proficiency Interview which

they take during the process of their hiring. They have to pass the Instructor Certification Course

(ICC) which is mandatory for every language instructor at the DLI to be able to continue the job

beyond a one-year period. It is a 160-hour training offered by DLI followed by an observation

session to get officially certified.

Generally, the Urdu students’ extra military duties and drills in some cases do not allow

them to have sufficient time to learn Urdu in the evening. They also do not get enough chances

to immerse with the native people outside the DLI and they cannot visit Pakistan due to security

concerns, which is a potential barrier to their learning. However, most of the students are highly

motivated by their national duty and also, they are paid an extra amount each month if they pass

the DLPT. Teacher motivation, on the other hand, has been slightly on the downside due to

downsizing in the department.

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Context (Workplace/Environmental/Setting) Analysis

There are plenty of well-equipped rooms for a one-hour training in the Urdu department,

which can easily host 4 teachers. All the rooms, at least, have a computer and a smartboard,

Apple TV, about a dozen chairs, six tables, and a cupboard that carries a coffeemaker and other

refreshment snacks.

Content Analysis

COL Deppert, Commandant DLIFLC (2016) said: “Our whole organization and thus our

priorities are pointed at our ultimate shared goal of producing the best, culturally based,

professional military linguist possible.” (p.2) The DLI has been pushing very hard for achieving

2+/2+/2 for last few years, which is why there is a need for the Urdu faculty to figure out a way

to achieve these goals sooner than later. The overall goal is to train the teachers to develop

flipped approach-based lessons to achieve the desired results. The component topics for the

participants will be combined as follows:

 The participants will take a pretest to assess their understanding on elements of

flipped lesson design

 The participants will be shown the model flipped lesson designed by the trainer.

 The participants will learn about the key components of the flipped lesson design

 The participants will learn the procedure of implementing flipped lesson

 The participants will be provided with a chance to create a model lesson

The participants’ success will be determined by the model lesson they will create based

on their understanding of the topic and posttest designed to check their understanding.
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Design

Learning Theories

"The flipped classroom is a pedagogical model in which the typical lecture and

homework elements of a course are reversed" (Educause, 2012). This approach is student-

centered and involves active engagement of the learners. The elements of cognitivism are found

in this training module. The learners will be given a chance to activate their background

knowledge about the flipped approach. Linda Harasim (2017) notes: “Schema Perspectives hold

that learning is easier if new subject matter compared to existing knowledge,” (p. 51).

Additionally, George Bonder notes: “Piaget believed that knowledge is acquired as the result of

lifelong constructivist process in which we try to organize, structure, and restructure our

experience in light of the existing schemes of thoughts.” (p.875) Robert M. Gagne’s (1916-2002)

nine events of instructions are visible in this training model as it is essential that the learners are

engaged in similar tasks through guided practices to enable them to produce the actual task later

on, which is to create a flipped model lesson.

In this training module, behavioral modeling in constructivist learning environment can

be seen as instructor models how to design a flipped lesson in front of the learners. For the later

part of the training, the peer learners co-construct knowledge with instructors as facilitators or

guides (Bauersfeld, 1995).

The instructor sits back and doesn’t take the leading role throughout the session but only

facilitates their discussions/activities. From the constructivist viewpoint, as noted by Harasim

(2017), that the teacher must understand the students’ pre-existing conceptions and guide the

activity to address, build on and refine pre-existing conceptions. (p.71) Social constructivism,

strongly influenced by Vygotsky's (1978) work, suggests that knowledge is first constructed in a
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social context and is then appropriated by individuals (Bruning et al., 1999; M. Cole, 1991;

Eggan & Kauchak, 2004).

Albert Bandura’s social learning theory is applied in this training module as well.

Bandura (1977) explains in his Social Learning Theory the manner in which individuals learn

new behaviors through a process that involves observation, interaction and modelling. In this

training module, the learners will be presented with a model lesson. Keeping in mind the validity

of Edwin R. Guthrie’s (1886-1959) principle that "a combination of stimuli which has

accompanied a movement will on its recurrence tend to be followed by that movement", it is

important that the leaners get more time for guided practice to learn designing flipped lesson

correctly to avoid unlearning in the future, therefore, they are given some materials to read

before the training to free up time during the training session.

Learning Objectives

There is one terminal objective and three enabling objectives to break down content into

different segments so that each section has a particular role in order to achieve the main

objective.

 Given the model flipped lesson (prepared by the instructor), the participants will

be able to create a flipped lesson for Urdu students that matches at least 80% of

the key flipped approach components.

 The Urdu teachers will be able to describe the step by step process to design a

flipped lesson that conforms the requirements given the DLI Handbook for Basic

Course Development for the elements must be present in a lesson.

 The Urdu teacher will be able to describe how the flipped approach can make

their job easier in the classroom on daily basis.

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Test Instruments

There will be short questions (Appendix D) before the training to test their understanding

of flipped approach. This test item will help assess the participants’ understating about the

flipped approach, providing the trainer a chance to clarify any misunderstandings they have and

laying a solid foundation for the discussion on how flipped and open architecture approaches can

be a solution to their problems. Similarly, after the training, testing (Appendix D) will occur to

test the participants’ understanding and feedback will also be provided to them by showing the

correct answers. The hands-on exercise will occur towards the end of the training during the

phase “Let’s Create” in which the participants will create a model flipped lesson. The process

will not only allow them to give each other feedback but also provide the trainer with an

opportunity to assess their understanding of the subject and give them feedback if necessary.

Media and Delivery System Decisions

A classroom will be used for this training session. This training workshop will be based

on the flipped classroom approach as the Urdu teachers will be given the materials in advance to

prepare them guided practice and work they will do in the traning. It is also a good way to model

how effective the flipped and open architecture approaches can be if conducted in a correct

manner.

Videos, visual aids, hands-on activities (handouts), a flip chart, smartboard, and print

materials will be used for the training. Using visual aids for training stimulates thinking and

improves the learning environment as it always helps to do away with the monotonous learning

environment. Videos and hands-on activities also increase interactivity in the classroom because

students develop and increase their personal understanding of the topic when they find learning

environment pleasant and interactive.

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Instructional Strategies and Activities

There will be one main instructor in the room to conduct the training. The instructor will

play the role of a facilitator as this will be a participant-led training session. The participants will

engage in group discussions and hands-on activities to understand the DLI’s vision for achieving

2+/2+/2 through flipped and open architecture approaches.

Agenda

1. Introduction (5 mins.)

A. Displaying a message on screen to gain attention.

B. Finding expectations of the participants

C. Informing the learners of the objectives

2. Schemata Building: The instructor assists students through schema activation activities in

recalling the relevant background knowledge. (5 mins.)

A. Instructor asks questions about flipped content

B. A short video to activate their prior knowledge

3. Presentation: The instructor presents the stimulus (10 mins.)

A. The concept of flipped approach; what can be flipped and why (A YouTube video)

B. An example or a model flipped lesson (developed by instructor)

C. Additional content necessary for stimulating learners’ information acquisition (if

necessary)

4. Practice: Purpose to encode learning into long-term memory in a meaningful way. (15

min)

A. Worked examples of the flipped lesson, demonstrating each step to create a

flipped lesson.
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B. Guided practice based on activities to learn what elements/components can be

flipped as prior study material for learners.

C. A multiple-choice test item to conclude the segment on to check participants’

understanding

5. Production: Learners create a model flipped lesson (20 min.)

A. In groups, create a model lesson in UCAT

B. Share lessons and finalize one together

6. Assessing Performance (5 mins.)

A. Post training test

B. Feedback

7. Wrap up

Development and Implementation

List of Major Deliverables

 Module created in UCAT

 Two videos on flipped concepts

 Hard copies of model flipped lesson

 Hard copies of activities

 Scholarly article for reference

 Flip charts to create model lesson outline

 DLI Handbook for Basic Curriculum Development

 Multiple choice quizzes for comprehension

 Feedback survey on the course

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Development Plan

Since the 47-week Urdu course is very intense, both for the students and teachers, this

training workshop will be only an hour-long to make sure each participant is able to attend the

session. There will be no additional cost for this session, as all the equipment we need for this

training is provided by the DLI for professional development. The major challenge expected is

being able to create a comprehensive module that fits within an hour yet fulfills all the needs.

The entire process should not take more than six months.

Timeline:

1. Collecting relevant materials – 10 days

2. Draft development of flipped lesson – 15 days

3. Peer Review of the draft by professor – 10 days

4. Revision of the draft – 7 days

5. Developing module in UCAT – 5 days

6. Finalizing the module – 5 days

7. Revising the final product – 5 days

8. Implementation – 15 days

9. Feedback and revision – 5 days

10. Outcome Review – 10 weeks

Implementation Plan

The training components/segments are self-guided; there are no additional training

requirements for the instructors and Urdu teachers who conduct the session. They are familiar

with the UCAT as they have been using it for a while, therefore, they will not have any problem
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developing the module or implementing it during the session. Once the module is finalized, the

participants can access it as directed.

Evaluation

Summative Evaluation

A questionnaire/survey is included at the end of the course to evaluate the learning of the

participants in the course. Besides assessing their learning, the purpose of this survey is to find

out what they think was helpful, what was not helpful, and one thing that they will take away

with them. As mentioned above, the students’ DLPT scores dropped this year, therefore, looking

at the students’ score after 20 weeks when they take the DLPT will give a good idea about how

successful the course was.

Formative Evaluation

The way this training is set up, as it includes guided practices, group work, and quizzes,

is to give the instructor plenty of room for formative assessment during the training. The purpose

of these activities to give the instructor and participants a chance to improve the ongoing

learning process. The course will be considered successful if the participants are able to create

an outline for a model lesson that is fully in line with the DLI guidelines.
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References

Deppert, P. J. (2016). Priorities at DLIFLC. Dialogue on Language Instructions, 26, 1-2.

Guthrie E.R. 1935. The psychology of learning. New York: Harper & Row, p26.

Bauersfeld, H. 1995. The Structuring of the Structures: Development and Function of

Mathematizing as a Social Practice. In: L. P. Steffe and J. Gale (Eds.), Constructivism in

Education (pages 137-158). Lawrence Erlbaum Associates Publishers, Hillsdale, NJ.

Harasim, L. (2017). Learning theory and online technology. New York: Routledge.

Handbook for Basic Course Curriculum Development. (2018). Monterey, CA: DLIFLC.
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Appendices

Appendix A

URDU RESULTS 2016-17

Year Listening 2+ Reading 2+ Speaking 2

2016 40.5% 45.9% 30%

2017 33% 33% 30%

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Appendix B

Initial Survey for Urdu Teachers

1. Do you understand the standards you are expected to meet to achieve 2+/2+/2?

100% of teachers said they understand the standards

2. Were you given adequate training to implement the curriculum based on flipped and
open architecture concepts?

A. Yes

B. No

80 percent selected B

3. Do you think the current teaching team have the necessary skills to implement the
new flipped curriculum?

A. Yes

B. No

50 percent selected B

4. Do you get the necessary help from the management to implement the flipped
approach?

All the teachers believe their supervisor do not know Urdu and it’s not helpful in
addressing the language-specific issue.
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Appendix C

Initial Survey for Urdu Students

This survey was given in form of hard copies to Urdu students who had studied the new

curriculum.

1. The flipped homework prepares me for the next days’ lesson.

A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree

100 percent selected A or B

2. The activities and content in new lessons is very helpful.

A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree

100 percent selected A or B

3. The level of text is appropriate and provides enough learning challenge.

A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree

100 percent selected A

4. Do you think the new curriculum prepares you to achieve 2+/2+/2 goal?

85 percent said ‘yes’

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Appendix D

Test Instruments

1. Pre-Test

Write down the answer to these questions best to your knowledge in the provided blank

space.

1. Had you heard the term “flipped classroom” before you got the job at DLI?

Answer:

2. Do you know what the term “flipped classroom” means? If yes, then explain in your own

words.

Answer:

3. Have you ever taken a course that was in a flipped classroom format? If yes, when and

how was your experience?

Answer:

4. Are you interested in learning more about “flipped classroom”? Explain why?

Answer:

2. Post Test

Please choose the correct response.

1. The flipped classroom model is:

a) teacher-centered
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b) student-centered

c) based on traditional classroom

d) famous for game-based learning

2. In a flipped classroom, a student can:

a) engage in group activities in classroom

b) complete homework with teacher in the evening

c) go over previous day’s lesson again

d) only do individual tasks

3. The flipped classroom is a pedagogical model in which elements of course are

a) revised constantly

b) reversed orderly

c) rehearsed frequently

d) repeated daily

4. All of the following statements describe flipped classroom; except:

a) students can learn new materials at home.

b) It promotes autonomous learning among students

c) Teacher teaches first and then the students do practice activities

d) it improves team building skills, collaboration, and communication.

5. Which of the following activity describes a flipped classroom?

a) students watch 30-minute documentary on natural disaster in classroom

b) students make a relief plan for disaster victims in classroom

c) students read a 400-word passage on disaster

d) teacher presents a report on major disasters